A special presentation of NATURE and National Geographic Television
TEACHER’S GUIDE
NATURE is produced for PBS by Thirteen/WNET New York. AFRICA is made possible in part by Park Foundation.
Major corporate support is provided by Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF. Additional support is provided by the Corporation for Public Broadcasting and by the nation's public television stations.
Dear Educator:
Canon U.S.A., Inc.
One Canon Plaza
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For the twelfth consecutive year Canon U.S.A., Inc. is pleased to be a sponsor of the
NATURE series, and bring you this Teacher's Guide.
Dear Friends of NATURE:
Park Foundation is committed to supporting excellence in education and television. We
are also deeply concerned about the world we live in. It is for these reasons that we are
pleased to sponsor NATURE, the public television series that shows the variety and drama
of life on Earth.
This season’s Guide accompanies the NATURE mini-series, AFRICA. It presents life on
this vast continent through the eyes of its people — from Nairobi, Kenya to the rainforests
of Cameroon; and from Zanzibar to the arid Sahara.
The programs of the mini-series, together with the lessons in this Guide, can increase your
students’ awareness of the great diversity of life in Africa and help them gain a better
understanding of how people there live today. The material can also help to heighten their
understanding of the continent’s diverse ecological regions and wildlife.
NATURE’s AFRICA series presents a compelling new look at the continent and its people.
The Teacher’s Guide offers exciting lessons and projects for educators and students to use
as they learn what Africa looks like in the 21st Century.
Canon is well known for developing advanced technologies and quality products. However,
some of our most important accomplishments have little to do with our products. For
example, we invest in America's “Future Generations” by supporting a wide variety of
programs that reach today's children and protect tomorrow's environment.
Through Canon's Clean Earth Campaign, we help protect endangered species and their
habitats in U.S. national parks and in nature preserves throughout the Americas. Additionally,
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our office equipment is designed to use less energy by exceeding the Environmental Protection
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largest high school curriculum and competition in North America that helps students develop
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Please know we are grateful for your efforts.
We hope this Teacher’s Guide provides a valuable tool for teaching America’s “Future Generations” about
the natural world which sustains us all. We are honored to provide you with materials you may wish to use
in preparing your students to better understand NATURE.
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Kinya Uchida, President & CEO
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Dear Educator:
Once again TIAA-CREF is delighted to be a national sponsor of NATURE, and to help bring its
award-winning educational programs and teaching materials to you and your students.
This Teacher’s Guide and accompanying National Geographic map give students and teachers
the opportunity to use the NATURE mini-series, AFRICA, to further explore how Africa’s people
are maintaining their traditions in the face of rapid environmental and economic change. We
hope this educational package helps you and your class to appreciate the remarkably diverse
geography of Africa and to better understand how people live there today.
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William Clay Ford, Jr.
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I am pleased that Ford Motor Company is bringing you this Teacher’s Guide for NATURE.
Teaching young minds about the environment is a vitally important task. Making the world a
better place is an important part of Ford’s view of the world, and that includes educating the
next generation about society’s role in the global ecosystem.
This guide accompanies the eight-part NATURE mini-series, AFRICA. These programs explore
the lives of Africans — their economic struggles and triumphs, their cultural traditions, and the
places they call home. The education package, which includes this guide and a National
Geographic map of Africa, provides additional materials for teachers and students to use as
they learn more about the beauty and diversity of Africa.
The NATURE series, with its focus on wildlife and natural habitats and their preservation, is an
inspiring and exciting way for children to encounter the environment in the classroom. We are
proud to be associated with it.
On behalf of all of us at Ford Motor Company, I salute your work and hope you find these
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TABLE OF CONTENTS
INTRODUCTION
A
frica can be seen as a mosaic — of cultures, of communities, and
of ecological regions. Filmed in eleven countries, the NATURE
mini-series AFRICA shows the resourcefulness of the continent’s
people and the distinctiveness of their land. AFRICA also includes scenes
of wildlife in each featured region, from the crocodiles of the Borkul to
the elephants of the Sahel.
The people whose stories are told in AFRICA live in cities, towns, and rural
villages. The programs provide a glimpse into the way they maintain their
traditions as they live with change. While residing in very different places and
responding to different challenges, many of them make difficult journeys and
face critical tests (including rites of passage) before they reach their goals.
These educational materials are intended to give you and your students a
better understanding of many aspects of life in Africa. We also hope that
the series and teacher’s guide help to dispel some common stereotypes
about life in Africa today.
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Savanna Homecoming
2
Desert Odyssey
4
Voices of the Forest
6
Mountains of Faith
8
Love in the Sahel
10
Restless Waters
12
Leopards of Zanzibar
14
Southern Treasures
16
NATURE Schedule
Video Ordering Information
Back Cover
AFRICA on the Web
Look for more information about AFRICA on the Web at
www.pbs.org/Africa. The Web site also includes additional
lesson plans.
wNetSchool, Thirteen/WNET New York’s practical and
FREE Web service for educators, technology coordinators
and parents, features lesson plans, online courses, and
other resources. wNetSchool’s Web address is
www.thirteen.org/teach.
Companion Book
Africa, by John Reader and with photos by Michael Lewis,
has been published by Simon & Schuster. To order, call
1-888-647-6733 or visit www.nationalgeographic.com/books.
Available wherever books are sold.
Available from National Geographic
School Publishing
Call 1-800-368-2728 for additional information.
P
GeoKit: Ancient Africa
National Geographic for Kids, September 2001 issue.
Includes several Africa-related articles, including
“Elephant Talk,” a map of elephant habitats, and
“Congo Trek,” an online activity.
P NGS MapPack transparencies: Africa
P NGS maps: “Africa Political/Physical Desk Map,”
and “Africa Political Wall Map”
P NGS PicturePack transparency sets: Geography of Africa
and Ancient Civilizations: Ancient Africa
P NGS PictureShow CD-ROM: Ancient Civilizations: Africa
P NGS videos: Africa, Baka: People of the Forest, Heart
of Africa, Serengeti Diary.
P
Program Scheduling
National Geography and Social Studies Standards
The Education Materials
This guide incorporates national educational standards
for both geography and social studies in each lesson
plan. While space does not permit describing these
standards in detail, the teacher’s pages list the relevant standards for each program. For more information on the National Geography Standards for grades
5-8 on the Web, go to www.ncge.org/publications/
tutorial/standards/. To purchase Geography for Life:
National Geography Standards 1994, please contact
the National Council for Geographic Education at
www.ncge.org or by calling 724-357-6290.
This guide includes a Teacher’s Page and a Student
Activity Master for each program in AFRICA. The
Teacher’s Page features an Overview, Objectives, before
and after Viewing Activities, Discussion Questions, and
Suggested Resources.
For more information on the ten strands of the
National Council for the Social Studies (NCSS)
Standards, go to www.ncss.org/standards/2.1.html. To
purchase a copy of Expectations of Excellence:
Curriculum Standards for Social Studies, please call
NCSS Publications at 800-683-0812.
While these materials encourage home viewing, you
may choose to focus on segments of a program in
class. If you use this approach, we recommend that
you tape and preview the program to find segments
that relate to the discussion questions and student
worksheet
The Student Activity Masters are to be duplicated and
distributed to students. They encourage family viewing
and contain a number of creative activities. There is
also a separate Student Activity Master that includes
vocabulary words for each program in the series.
Programs are scheduled to be broadcast on the dates
indicated below. Broadcast dates, however, may vary
slightly from area to area. Please check local listings for
any scheduling changes.
Program Broadcast Dates
AFRICA: Savanna Homecoming
AFRICA: Desert Odyssey
AFRICA: Voices of the Forest
AFRICA: Mountains of Faith
AFRICA: Love in the Sahel
AFRICA: Restless Waters
AFRICA: Leopards of Zanzibar
AFRICA: Southern Treasures
September 9, 2001
September 16, 2001
September 23, 2001
September 30, 2001
October 7, 2001
October 14, 2001
October 21, 2001
October 28, 2001
Videotaping Rights
You may assign programs to your students for viewing
when they are first broadcast, or you have the right
to tape the programs and play them for instructional
purposes for one year after the original broadcast.
Savanna Homecoming
Broadcast date: September 9, 2001
program
At-a-Glance
PROGRAM
OVERVIEW
I
n “Savanna
Homecoming,”
two East African
women make emotional
journeys to their hometowns. In the first story,
Alice Wangui runs a
beauty parlor in
Nairobi, the capital of
Kenya. According to
Kikuyu tradition, Alice
wants her baby to be
born in the place where
her ancestors were
born. So, against her
doctor’s wishes, she
travels to Nyeri, Kenya.
This journey involves a
three-hour bus ride over
bumpy roads.
Meanwhile, in Tanzania,
Flora Salonik travels on
foot to Arusha, the city
where she was born.
Eleven years before,
Flora married a man
named Loshero and
moved to an isolated
homestead. Flora
enjoys the beauty and
simplicity of the land,
but faces many challenges — no telephones,
mail service, or electricity. She looks after their
three children, farm,
and home while her
husband searches for
food with other huntergatherers. Flora’s visit
to Arusha will help her
decide if she should
move back.
12
Theme: People may move away from their hometowns for
Viewing Time: One hour (brief video
personal, economic, or social reasons, but traditions
and feelings can cause them to return.
OBJECTIVES
Students will:
f learn about life in Kenya and Tanzania.
f discuss the personal, economic, and cultural factors that influence a
person’s decision about where to live.
f identify similarities and differences between African and American cities.
National Geography Standards, Grades 5-8:
This program can help students understand:
f the physical and human characteristics of places (Standard 4).
f how culture and experience influence people’s perceptions of places
and regions (Standard 6).
NCSS Standards
f This program can help students compare similarities and differences in the
ways groups, societies, and cultures meet human needs and concerns (NCSS
Middle Grade Curriculum Standard 1).
BEFORE VIEWING THE PROGRAM
A
sk students to find Kenya and Tanzania on a map of Africa (you may use the
map sent with this guide). Explain that the video they are about to watch
mentions two African cities: Nairobi, Kenya, and Arusha, Tanzania. Tell students that the population of each city is more than a million. Ask students to think
of, or quickly research in an almanac, two U.S. cities that have more than a million
people, such as Chicago or Dallas. Then lead students in a short discussion about
what they think might be some of the similarities and differences between these
U.S. cities and Nairobi and Arusha. Here are some questions you might ask:
f What kinds of businesses might you expect to find in Nairobi and Arusha?
f What kinds of products do you think are produced in these cities?
f How do you think the schools in Nairobi and Arusha are different than ours?
Write all ideas on the board. Then, after watching the program, return to these
hypotheses and analyze which are supported by evidence from the program and
which are based on misinformation or stereotypes. You may wish to “turn the
tables” by having students speculate on what types of stereotypes kids in Africa
might have about life in American schools or cities.
Using the Student Activity Master
Hand out photocopies of the student activity master on the opposite page, and
preview it with students. As they watch the program, ask them to pay special
attention to the similarities and differences between city life and country life in
Africa. In addition, ask them to look for similarities between African and
American cities. Have student volunteers read aloud the vocabulary words for
this program.
e
1
Activity Time: Two-Three
Class Periods
segments may also
be used)
Viewing
Time: VIEWING THE PROGRAM
AFTER
E
ncourage students to discuss the program and
share their observations. The following questions
may be used for discussion. If showing the
program in class, you may wish to pause it periodically
to ask the following questions:
P1 Why is it very important to Alice to have her baby
born in her hometown of Nyeri, Kenya? (Alice is a Kikuyu,
Kenya’s largest ethnic group. According to tradition,
Kikuyu babies should be born in the same place as the
baby’s parents, grandparents, etc. Since Alice was born
in Nyeri, she wants her children to be born there, too.)
P2 From Flora's point of view, what are some advantages of
living in Kijungu, a small village in Tanzania? What are some
disadvantages? (In Kijungu, Flora can enjoy peaceful, beautiful
surroundings. Also, her children are able to learn survival skills,
such as how to raise crops and collect honey. However, living
in this small village can be frustrating and lonely. With no phone,
electricity, or mail service, Flora has not been in contact with her
city relatives for eleven years.)
P3 Why do the zebras and wildebeest in East Africa migrate
thousands of miles each year? (The reason for this migration is
the fluctuating wet and dry seasonal pattern of this region.
During the dry season, the grasses die back. Therefore, herds
must migrate north or south, depending on the time of year,
to follow the rains that restore the grasses.)
SUGGESTED RESOURCES
Books
Ayo ,Yvonne. Eyewitness: Africa.
DK Publishing, 2000.
Kenyaweb.com
www.kenyaweb.com/
Musgrove, Margaret W. Ashanti
to Zulu: African Traditions. Dial
Books for Young Readers, 1992.
Riha, Susanne. Animal Journey:
Life Cycles and Migrations.
Blackbirch Marketing, 1999.
Africa's Great Rift Valley
www.robinsonresearch.com/
AFRICA/THE_LAND/Rift_Val.htm
Web Sites
CIA World Fact Book — Kenya
www.odci.gov/cia/
publications/factbook/geos/ke.html
Africa Face to Face
www.gorp.com/gorp/location/
africa/kenya/afrface.htm
Serengeti National Park
(Tanzania)
www.serengetipark.org/index_2.html
To the Family… After you watch this
SAVANNA HOMECOMING
O
NATURE program, visit the library and
look for books about Kenya or Tanzania.
Imagine that you are planning a vacation
to one of these countries. Where would
you go? What kinds of preparations
would you need to make?
Complete both activities.
STUDENT
STUDENT
ACTIVITY
ACTIVITY
MASTER
MASTER
A Thirteen NATURE program
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City Life
W
w
hat are some of the similarities and
differences between city life in Nairobi,
Kenya, and Dallas, Texas? Using library
resources or the Web, find five similarities and
five differences between these two places,
looking into the types of businesses, schools,
and people in both places as a starting point.
Then use the diagram on your left as a model
for illustrating what they have in common.
Animals on the Move
E
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(grasslands) occupy
more than 2/5
of Africa.
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Did you
Savannas
know?
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maps provided by www.maps.com
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DIFFERENCES
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Nairobi
Nairobi & Dallas
DIFFERENCES
SIMILARITIES
ach year, when East Africa’s grassy
plains dry out, more than two million
zebras and wildebeest migrate in search
of food. Their journey takes them on a trip
that covers almost 2,000 miles. These animals
face many challenges, including predators,
starvation, and disease. Work with another
student to research an animal that migrates
across the U.S. You may get some useful
information in the Journey North Web site
(www.learner.org/ jnorth/). Write and illustrate
a booklet or multimedia presentation that
shares your findings.
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These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF.
Desert Odyssey
Broadcast date: September 16, 2001
program
At-a-Glance
Theme: Traveling through the Sahara’s harsh climate
I
n the village of Timia
in Niger, in western
Africa, 9-year-old
Adam Illius embarks on his
first journey in the Sahara.
With his father, a team of
men, and over a hundred
camels, they trek
fifteen hundred miles on
foot through the desert. Their
destination is Bilma, Niger,
where they buy pillars of
salt from local merchants,
then resell them where salt
is scarce. The Sahara, the
world’s largest desert, is
almost as large as the
United States. It has the
highest recorded temperature
in the world: 136 degrees
Fahrenheit. Despite the harsh
heat, many specialized plants
and animals thrive there.
4
Before the caravan leaves, its
members pack food, water,
and provisions to enable
them to survive for six
months in the desert. Adam
faces many dangers, including scorpions, snakes, heat
stroke, and dehydration.
Adam is one of the Tuareg
people, famous desert
nomads. Going on his first
camel caravan is a rite of
passage. Although camel
caravans have been a way of
life for more than a thousand
years, their fate is uncertain.
In recent years, competing
salt traders have used large
trucks to get to the markets
faster and more frequently.
OBJECTIVES
Students will:
f analyze the physical geography of the Sahara.
f examine some survival strategies for the desert.
©M
ich
ael
Lew
is
PROGRAM
OVERVIEW
Viewing Time: One hour (brief video
requires careful preparation, adequate resources, and
navigational ingenuity.
National Geography Standards, Grades 5-8:
This program can help students understand:
f the patterns and networks of economic
interdependence on Earth’s surface (Standard 11).
f how physical systems affect human systems (Standard 15).
NCSS Standards
f This program can help students compare similarities and differences
in the ways groups, societies, and cultures meet human needs and
concerns (NCSS Middle Grade Curriculum Standard 1).
BEFORE VIEWING THE PROGRAM
A
sk a student volunteer to use an almanac, the Internet, or
an encyclopedia to look up the area of the United States in
square miles (including all 50 states and Washington, D.C).
The answer is about 3.7 million square miles. Then ask students
to use this information to predict the size of the Sahara in square
miles. Write down all predictions on the board. Many students
will be surprised to learn that the Sahara is almost the same size
as the United States — the desert’s area is about 3.5 million square
miles. Point out that, contrary to popular belief, the Sahara is only
30% sand. The rest is rocky plateaus, mountains, oases, or areas
of coarse gravel. Then ask students to discuss what they think
the climate is like in the Sahara. Many will know that the climate
there is usually hot and dry. But point out that during the winter
months, the Sahara can have freezing temperatures at night.
Using the Student Activity Master
Hand out photocopies of the student activity master on the opposite page, and preview it with students. As they watch the program, ask them to pay special attention to the survival skills that
Adam learns on his first journey in the Sahara. This information
will be useful later when creating a Sahara survival guide. In addition, ask students to jot down some of the animals that have
adapted well to life in the desert.
segments may also
be used)
e
2
Activity Time: Two-Three
Class Periods
AFTER VIEWING THE PROGRAM
E
ncourage students to discuss the program and share their
observations. The following questions may be used for discussion. If showing the program in class, you may wish to
pause it periodically to ask these questions.
P1 How do the Tuareg people find their way through the
desert, where much of the terrain looks the same? (To avoid getting lost, the nomads often use desert landmarks. They also use
the stars to help navigate. On a cloudy night, if they’re not careful, they can easily get lost. In addition, some of the main paths
in the desert are well worn, as they’ve been traveled for more
than a thousand years.)
P2 What are some of the desert survival skills that Adam
learns on this journey? (Adam learns how to ride and care for
his camel and how to respond if he should encounter any rival
nomads in the desert. He also learns how to light a fire and use
the stars to navigate. At the marketplace, he observes how the
other men buy and sell salt.)
P3 If Adam or other Tuareg people visited your town or city,
what do you think they’d find most surprising? (Open-ended
discussion)
P4 Compare and contrast Adam’s rites of passage to those
of a boy his age in the U.S. or in a country of your choice.
(Open-ended discussion)
SUGGESTED RESOURCES
Books
McEvedy, Colin. The Penguin
Atlas of African History.
Penguin USA, 1996.
Scoones, Simon. The Sahara and
Its People. Thomson Learning,
1995.
Shillington, Kevin. History of
Africa. Palgrave, 1995.
Web Sites
CIA World Fact Book 2000 —
Niger
www.odci.gov/cia/
publications factbook/geos/ng.html
Sahara (PBS)
www.pbs.org/sahara/
Desert Biome
mbgnet.mobot.org/pfg/
diverse/biomes/desert/index.htm
On the Line - The Sahara
www.ontheline.org.uk/
explore/nature/deserts/sahara.htm
Sahara Crossers Corner
www.edenfoundation.org/sahara/index.html
To the Family… After you watch this NATURE
program, you may wish to use a map or globe
to find the locations of the some of the world’s
largest deserts, such as the Sahara, the Arabian,
the Kalahari, and the Great Sandy.
Complete the first activity and
one activity of your choice.
DESERT ODYSSEY
O
STUDENT
ACTIVITY
MASTER
A Thirteen NATURE program
m www.desertusa.com/Thingstodo/du_
safetytips.html
m www.desertusa.com/mag99/mar/stories/
desertsur.html
Crossword with Humps
U
ntil the invention of cars and trucks,
camels were essential companions for
desert expeditions. Their bodies are well
adapted to survival in the scorching heat. If
there’s a limited supply of water in the desert,
a camel’s kidneys can slow down to limit the
amount of water in its urine. And when there’s
water available, a thirsty camel can store up
to 30 gallons at a time. Work with another
student to research some interesting facts
about camels. Then create a crossword puzzle
to share what you’ve learned with others. In
addition to encyclopedias and animal books,
this Web site may give some interesting camel
trivia: www.arab.net/camels/
YYYYYYYYYYYYYYY
YYYYYYYYYYYYYY
Journey to North America’s Deserts
T
here are four deserts in North America:
the Great Basin, the Mojave, the
Sonoran, and the Chihuahuan. Use an
encyclopedia, book, travel magazine, or Web
site to research one of these deserts. Then
illustrate a picture postcard that has a scene
of the desert you selected on one side. On
the other side of the card, write a letter
describing an imaginary visit. Pick a specific
date for your journey. What is the climate
like at that time of year? What animals and
plants do you see?
gwww.desertusa.com/du_mojave.html
gwww.desertusa.com/du_sonoran.html
gwww.desertusa.com/du_chihua.html
g www.desertusa.com/du_basin.html
YYYY
YYYYYYYYY
O
n his first journey in the Sahara, 9-yearold Adam learns many important lessons
about how to travel in this harsh climate. Write and illustrate a guidebook for
would-be desert travelers. Your book can
include advice on: essential items to pack; how
to organize a caravan; how not to get lost by
using landmarks, homemade maps, and the
stars to navigate; a lists of dos and don’ts;
what to do in a sand storm; how to avoid
scorpion stings; and so on. As you watch the
program, take notes for your guidebook. You
can also find helpful information on these Web
sites:
YYY
YYYYYYYYY
The world’s
longest river, the Nile,
is on the edge of the
world’s largest desert,
the Sahara.
Survival in the Sahara
YYYYYYYYYYYYYYYYYYYYYYYY
b
Did you know?
YYYYYYYYYYYYYYYYYYYYYYY
maps provided by www.maps.com
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YYYYYYYYYYYYYY
These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF.
Voices of the Forest
Broadcast date: September 23, 2001
program
At-a-Glance
Theme: Africa’s tropical rain forest has survived for thousands of years.
PROGRAM
OVERVIEW
C
entral Africa’s tropical
rain forest overflows
with biodiversity, not
to mention rain. In Cameroon,
it can rain as much as seven
inches an hour! Although this
forest makes up less than 7%
of Africa’s total land area, it
still covers an area roughly
the size of Mexico.
For thousands of years, the
Baka people have lived in this
rain forest. In the 1960s, the
Cameroonian government
urged the Baka to move out
of the forest to small villages.
The Baka gained access to
government-run schools, hospitals, and trading opportunities.
But their relocation made it
easier for logging companies
to cut down the ancient trees.
Armand Bamisso has lived in
the Baka village of Bosquet
since it was formed in 1972. He
discovers that loggers have cut
down a huge tree nearby. At a
town meeting, the Baka decide
to visit the local government to
protest the logger’s actions.
Ghana’s capital, Accra, is a
bustling city with more than 1.5
million residents. Ghana used to
be covered mostly by tropical
rain forest, but about 75% of the
forests have been chopped down
for timber. This scarcity of wood
makes it difficult for a carpenter
named Annan to make a living.
Annan designs exotic wooden
coffins in unusual shapes such
as airplanes or giant bananas.
6
Viewing Time: One hour (brief video
If the trees continue to be chopped down for timber, can the
ancient, indigenous cultures in this area survive?
e
3
Activity Time: Two-Three
Class Periods
segments may also
be used)
OBJECTIVES
AFTER VIEWING THE PROGRAM
Students will:
f examine how humans have changed the rain forests of Central Africa.
f speculate on how to preserve the culture of the Baka, an indigenous
people of the African rain forest.
f observe wildlife found in the tropical rain forest biome.
ncourage students to discuss the program and share
their observations. The following questions may be
used for discussion. If showing the program in class,
you may wish to pause it periodically to ask these questions.
National Geography Standards, Grades 5-8:
This program can help students understand:
f how human actions modify the physical environment (Standard 14).
f how physical systems affect human systems (Standard 15).
NCSS Standards
f This program can help students describe the effects of changing
technologies on the global community (NCSS Middle Grade
Curriculum Standard 9).
BEFORE VIEWING THE PROGRAM
A
sk students to define what a rain forest is. Explain that in order for
an area to be considered a rain forest, it must get more than 80
inches of rain a year. (You may wish to find out the total rainfall in
your area for comparison. Look up your town or city on the Internet at
www.worldclimate.com.
Explain that the world’s tropical rain forests are found, as their name suggests, in “the tropics.” Ask students to use a world map or globe to locate
the equator, and the part of Africa that is in the tropics. Point out that
the equator is an imaginary line around Earth that is an equal distance
from the North and South Poles. Two imaginary lines — the Tropic of
Cancer and the Tropic of Capricorn — indicate the area of Earth called
the tropics. These lines mark the northernmost and southernmost places
on Earth where the sun ever shines directly overhead.
E
P1 How has the Baka people’s way of life changed over the
last fifty years? (For thousands of years, the Baka thrived in
Africa’s rain forests. In the 1960s, the Cameroonian government
encouraged the Baka to move out of the forest to small villages.
Baka gained access to government-run schools, hospitals, and
trading opportunities — but this relocation made it easier for
logging companies to cut down the ancient trees.)
P2 How has logging changed Ghana? (International
logging companies in search of ancient timber cut down
most of Ghana’s rain forest. Although the sale of timber
bought the Ghanaian government wealth, the loss of the
rain forest jeopardized the country’s delicate ecosystems.)
P3 Why do you think Annan’s “fantasy coffins” are so popular
even though they are very expensive? (Answers will vary.)
SUGGESTED RESOURCES
Books
Web Sites
Grupper, Jonathan. Destination:
Rain Forest. National Geographic
Society, 1997.
CIA World Fact Book 2000 –
Cameroon
www.odci.gov/cia/publications/
factbook/geos/cm.html
Hathaway, Jim, et al. Cameroon in
Pictures (Visual Geography Series).
Lerner Publications Company, 1999.
Using the Student Activity Master
Hand out photocopies of the activity master on the opposite page, and
preview it with students. On the map on this page, have them use
geography resources to (a) identify the boundaries of Cameroon and
Ghana, the countries featured in this program, and (b) highlight the
area where Africa’s tropical rain forest is located. (For reference, see
www.rain-tree.com/graphics/africa.gif)
Oates, John F. Myth and Reality in
the Rain Forest: How Conservation
Strategies Are Failing in West
Africa. University of California Press,
1999.
As they watch the program, ask them to look for examples of how
the Baka people’s way of life has changed over the last fifty years.
Savage, Steven. Animals of the
Rain Forest. Raintree/SteckVaughn, 1999.
Sheehan, Sean. Cameroon
(Cultures of the World). Benchmark
Books, 2000.
A Day in the Life of a Baka
Village
www.gn.apc.org/livingearth/
rainforestdb/People/2.3/2.3.2.html
Congo Trek (National
Geographic)
www.nationalgeographic.
com/congotrek/
Rainforest Action Network
www.ran.org/
World Rainforest Information
Portal
www.rainforestweb.org/
To the Family…
You are invited to watch NATURE. After
you watch the program, investigate how the natural
geography of your town or city has changed during the last
100 years. Find an area that used to be forest that now has
buildings. Sketch a picture of what this area looks like today
and what it probably looked like 100 years ago. Your local
historical society may be able to provide resources.
Complete the chart and one
other activity of your choice.
VOICES OF THE FOREST
A Thirteen NATURE program
Baka to the Future
Coffins “to Die for”
i
A
s.com
.map
www
n this program, Armand Bamisso
discovers that a logger has cut down
a huge, ancient tree near the village
of Bosquet. The Baka, who have lived in
this forest for thousands of years, believe
that this area is rightfully theirs. The Baka
fear that their way of life will be destroyed
if the forests are depleted. At a town meeting, they decide to plead their case to the
local Cameroonian government. With a
small group of students, organize a roleplay debate that represents the following
different points of view: the Baka people,
the logging company, a Cameroon government leader, and an environmental activist.
ed by
provid
maps
O
STUDENT
ACTIVITY
MASTER
creative carpenter in Ghana named
Annan makes “fantasy coffins” for a
living. These wooden wonders come
in the shape of airplanes, luxury cars, giant
snails, and more. During this program, he
creates a giant banana coffin for the funeral
of a Ghana priestess. Select a person from
history, a beloved family member, or a friend
who has passed away. Then create a sketch
for a special “fantasy coffin” that you think
this person would have enjoyed and that
would honor some aspect of his or her life.
Then, write a short paragraph to accompany
the sketch, explaining why you selected this
“fantasy coffin” for this person.
cover only about 7%
of Earth's land surface,
yet nearly half of the
world’s plant and animal
species are believed to
live there.
African Rain Forest Primates
As you watch this program, fill in this chart to compare some of the featured animals. Afterward, use library
resources to complete the last column.
Species
Black and white colobus
monkey
Mona monkey
Lowland gorilla
Drill (West African
baboon)
Where do they live in the
rain forest?
What do they eat? How
much a day?
Endangered? If so, why?
eeee
ee
l
Did you
know?
Rain forests
eeee
ee
e
eeeeeeeeeeeee
e
ee
eeeeeeeeeeee
These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF.
Mountains of Faith
Broadcast date: September 30, 2001
program
At-a-Glance
Theme: Ethiopia’s remote mountains have nurtured many
Viewing Time: One hour (brief video
religions and are also a haven for unique wildlife.
PROGRAM
OVERVIEW
e
thiopia is isolated from
the rest of Africa by
majestic mountains.
These mountains have provided
a haven for some of the world’s
major religions, including
Judaism, Islam, and Christianity.
Ethiopians are a deeply spiritual
people. Many believe that the
Ark of the Covenant, containing
the original Ten Commandments,
is hidden in this country.
In “Mountains of Faith,” 16-yearold Kibkab Wodemariam attends
a church school in Lalibela,
Ethiopia. He hopes one day to
become a priest. Kibkab’s teacher
(who is also his father) will
decide if Kibkab is ready to participate in Timkat, an important
Christian ceremony that attracts
thousands to Lalibela. In another
story, a Gurage teenager named
Atirsagne from a rural village
supports his family by shining
shoes in Ethiopia’s capital, Addis
Ababa. Atirsagne sends most of
his money home so that his father
can buy land. He returns home for
Maskal, the Gurage’s most important holiday. Abba Defar, the subject of the third story, is inspired
by recurring dreams filled with
religious symbolism. Defar devotes
his life to building churches, carving them out of solid rock with
simple hand tools.
8
The isolation of Ethiopia’s mountains has fostered the evolution of
some unique animal species, including the gelada baboon, lammergeier
vultures, and Ethiopian wolves.
segments may also
be used)
e
4
Activity Time: Two-Three
Class Periods
AFTER VIEWING THE PROGRAM
OBJECTIVES
Students will:
f analyze how Ethiopia’s mountainous terrain has inspired religious
devotion in this area for many centuries.
f observe some of Ethiopia’s unique animal species, such as the
gelada baboon.
National Geography Standards, Grades 5-8:
This program can help students understand:
f the characteristics, distributions, and complexity of Earth’s cultural
mosaics (Standard 10).
NCSS Standards
f This program can help students understand how the arts, traditions,
beliefs, and values contribute to the development and transmission
of culture (NCSS Middle Grade Curriculum Standard 1).
E
ncourage students to discuss the program and share
their observations. The following questions may be
used for discussion. If showing the program in class,
you may wish to pause it periodically to ask these questions.
P1 To prepare for priesthood, what are some tasks that
Kibkab has to accomplish? (Kibkab has to learn the ancient
language of Ge’ez, which died as a spoken language about
1,000 years ago. He also studies the scriptures and participates in religious festivals such as Timkat.)
P2 What are some of the ways that the Gurage people use
the ensete plant? (Although the fruit of the ensete is not edible, its roots are. Other parts of this banana-like plant are
used for building materials, household implements, and even
for medicine.)
P3 Why is the Ethiopian wolf endangered? (The Ethiopian
wolf eats a type of rodent found only in the Bale Mountains.
Thousands of years ago, there were many more of these
rodents. Gradually, as the grasslands dried up, their number
decreased. As a result, fewer wolves can survive.)
P4 If Ethiopia were not surrounded by mountains, how
might this country be different? (Answers will vary)
BEFORE VIEWING THE PROGRAM
G
ive students a blank map of Africa, such as the online map found at
geography.about.com/science/geography/library/blank/blxafrica.htm
Have students use other map resources to identify Ethiopia’s boundaries and draw them onto their blank map. Explain that the northeastern
part of Africa is nicknamed the Horn of Africa, because of its unusual
shape. Explain that over 80% of Africa’s land above 9,500 feet is located
in the Horn of Africa. You may wish to show students a topographical
map of Ethiopia so that they can see how mountainous it is.
Using the Student Activity Master
Hand out photocopies of the student activity master on the opposite
page, and preview it with students. As they watch the program, ask them
to pay special attention to the three stories presented: (1) a young boy
in Lalibela who is training to become a priest in the Ethiopian Orthodox
church, (2) a teenager who shines shoes in Ethiopia’s capital, Addis
Ababa, to raise money for his family, who live in a rural village, and (3)
a devout man who has devoted his life to building churches by carving
them out of solid rock. Encourage students to use the chart on the
worksheet as a model for organizing the information.
SUGGESTED RESOURCES
Books
Fanouris, Mellina. Meskel: An
Ethiopian Family Saga, 19261981, Jacaranda Designs, 1995.
Web Sites
CIA World Fact Book 2000 —
Ethiopia
www.odci.gov/cia/publications/
factbook/geos/et.html
The Modern Rock Hewn
Church, article about Abba Defar
archives.geez.org/Addis
Tribune/Archives/1999/05/
21-05-99/Church.htm
Mystery of the Lost Ark
www.supersonic.net/ark/
page3.htm
Ethiopia on the Web
www.ethiopians.com
Lalibela, Ethiopia
www.rjpreston.freeserve.
co.uk/text_pages/ethiopia.htm
Threatened Species, Including
the Ethiopian Wolf
www.wcmc.org.uk/species/data/
species_sheets/
Lalibela Churches
www.coba.panam.edu/faculty/
drtee/ethiopia/africanjpegs/
churchesLL.htm
To the Family… You are invited to
watch NATURE. After this program,
discuss as a family what questions
you have about Ethiopia. Try to
research the answers in the library.
MOUNTAINS OF FAITH
O
STUDENT
ACTIVITY
MASTER
Complete the chart and one
other activity of your choice.
A Thirteen NATURE program
Carve It and They Will Come
a
maps provided by www.maps.com
mazingly, the stone churches in Lalibela, Ethiopia,
were carved out of solid rock, many centuries before
power tools were invented. To accomplish this
Herculean feat, the builders of these churches relied on
simple hand tools, their imaginations, and persistence.
Using modeling clay, create a model of a place of worship.
You can either mold a replica of an existing cathedral,
church, or temple — or design an original structure. Next
to your project, include a printed card describing the name
of your building and how you designed it.
Three Religious Journeys
As you watch, use a chart like this one to help you organize
the information about the Ethiopians featured in this program.
NAME
Kibkab
Wodemariam
t
Atirsagne
Did you know?
More than
80% of Africa’s land
above 9,500 feet is
located in the Horn of
Africa.
How is his life
influenced by
Ethiopia’s
mountainous
terrain?
A Bunch of Baboons
How does he
earn a living?
What’s an
important
goal in his
life?
t
his program showcases three species that
are native to Ethiopia: the gelada baboon,
the lammergeier vulture, and the
Ethiopian wolf. Select one of these species and
create a poster about it. On this poster, add
annotations with interesting facts about this
animal, as well as some questions that you
might ask if you were a biologist studying it in
the wild. As an alternative, you can create a
brochure advocating the protection of the animal you selected. Here are some Web sites to
help you get started:
Gelada Baboon
g www.sazoo-aq.org/gelada.html
Abba Defar
Lammergeier Vulture
g www.pbs.org/edens/bhutan/a_lv.htm
Ethiopian Wolf
www.panda.org/resources/publications/
g species/underthreat/page12.htm
These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF.
Love in the Sahel
Broadcast date: October 7, 2001
program
At-a-Glance
Theme: Survival in the Sahel requires cooperation,
Activity Time: Two-Three
Viewing Time: One hour (brief video
segments may also be used)
persistence, and respect for ancient traditions.
e
5
Class Periods
PROGRAM OVERVIEW
i
f the Sahara is like a sea of
rock and sand, then the Sahel,
its southern edge, is like a
sprawling shoreline. In fact, the word
“sahel” means “shore” in Arabic. The
Sahel’s dry grasslands stretch for
3,700 miles across Africa.
In Djafarabe in Mali, a 14-year-old
girl named Aissa Bar awaits the
return of Yoro Sisse, her 16-year-old
boyfriend. Yoro has been away for
eight months with other herders,
traveling thousands of miles across
the Sahel, transporting more than
a hundred of his family’s cattle.
He makes this arduous journey on
foot and faces many obstacles.
Whether Yoro succeeds could affect
his marriage plans, since Aissa’s
parents will select her husband. If
Yoro fails to bring his herd home
in peak condition, her parents
are unlikely to consider him.
In Tireli, Atime Dogolo Saye is 29
years old, but cannot consider
himself a man. This is because he
has not yet participated in a
Dama, a harvest celebration when
a Dogon boy officially is ushered
into manhood. Atime pleads with
his grandfather to hold a Dama,
but his grandfather is hesitant. A
local fortune teller cautioned the
grandfather that if a Dama were
held, the elderly man would die.
In the village of Borkul, humans
and crocodiles have an unusual
relationship. About forty crocodiles live in this village, roaming
freely. A shaman regularly feeds
and protects these toothy
reptiles.
101
OBJECTIVES
Viewing Time: One hour (brief video
Students will:
f compare the rites of passage in African and American cultures.
f observe the unusual interaction between humans and crocodiles
in the village of Borkul.
f discuss how cattle herders and farmers cooperate in the Sahel.
National Geography Standards, Grades 5-8:
This program can help students understand:
f the physical and human characteristics of places (Standard 4).
f how culture and experience influence people’s perceptions of
places and regions (Standard 6).
NCSS Standards
f This program can help students understand how the arts, traditions,
beliefs, and values contribute to the development and transmission of
culture (NCSS Middle Grade Curriculum Standard 1).
BEFORE VIEWING THE PROGRAM
M
any students will have heard of the Sahara, even
if they don’t know its location. But probably most
of them have not heard of the Sahel, the southern edge of the Sahara. Use the enclosed map of Africa
to first show where the Sahara is, then point out the
approximate location of the Sahel. Explain that the
word “Sahel” means “shore” in Arabic. This section of
Africa gets its name from the idea that the Sahara is
like a giant ocean of sea and rock. The part known as
the Sahel is the southern shore, or edge, of the desert.
Using the Student Activity Master
Hand out photocopies of the student activity master
on the opposite page, and preview it with students.
Define what a “rite of passage” is (a ritual associated with a change of status for an individual) and
help students brainstorm some examples of rites of
passage in our culture, including graduating from
high school, getting a driver’s license, having a bar
mitzvah or bat mitzvah, or becoming confirmed.
As students watch the program, ask them to pay
special attention to rites of passage that the people
in this story hope to accomplish.
segments
may THE
alsoPROGRAM
AFTER VIEWING
E
ncourage students to discuss the program and share their
observations. The following questions may be used for discussion. If showing the program in class, you may wish to
pause it periodically to ask these questions.
P1 What are some dangers that Yoro faces during his journey in
the Sahel? (Yoro and his cattle may encounter mosquitoes and
ticks that carry disease, hyenas that could kill the young calves,
and dehydration due to a shortage of water.)
P2 Why are there no more than forty crocodiles in Borkul from
year to year? (This program speculates that when the crocodile’s
numbers grow too large for the local food and water, the reptiles
eat each other, thus re-establishing the natural equilibrium.)
P3 Why is Atime’s grandfather hesitant to have a Dama in his
village? Do you think his grandfather’s response is reasonable?
Why or why not? (Atime’s grandfather is worried because the village fortune teller believes that the next Dama will herald the
grandfather’s death. Answers will vary.)
P4 What are some examples of cooperation among the diverse
groups of people in West Africa? (When the Fulani men return
home at the end of their migration, the local farmers allow the
cattle to graze in exchange for free fertilization of the grass. In
addition, the Fulani trade dairy products with other cultural
groups in exchange for other food and products.)
SUGGESTED RESOURCES
Books
Harner, Michael J. The Way of the
Shaman. Harper San Francisco, 1990.
Kertscher, Kevin. Africa Solo: A
Journey Across the Sahara, Sahel,
and Congo. Steerforth Press, 1998.
Rain, David. Eaters of the Dry Season:
Circular Labor Migration in the West
African Sahel. Westview Press, 2000.
Some, Malidoma Patrice. Of Water and
the Spirit: Ritual, Magic, and
Initiation in the Life of an African
Shaman. Penguin USA, 1995.
Van Beek, Walter E. A., et al. Dogon:
Africa’s People of the Cliffs. Harry
N. Abrams, 2001.
Web Sites
Fulani People
library.thinkquest.org/16645/the_
people/ethnic_fulani.shtml
Djenna Mosque
www.sacredsites.com/africa/djenne.html
The Dogon People
www4.tpgi.com.au/users/dvarvel/
To the Family… You are invited to watch
LOVE IN THE SAHEL
NATURE. After you watch this program,
review the various rites of passage presented,
and discuss some rites of passage that are a
part of living in the U.S.
O
STUDENT
ACTIVITY
MASTER
Complete both activities.
A Thirteen NATURE program
I
Celebrating Your
“Rites of Passage”
map provided by www.maps.com
i
h
Did you
The kolaknow?
nuts
that Fulani girls buy
for returning boys were once
traded as currency in Western
Africa. In the U.S., they are used
to make carbonated
soft drinks.
n Dogon society
in Africa, in
order for a
boy to be considered
a man he must
participate in a Dama
celebration. In Fulani
culture, teenage boys
prove their stamina
and ability to earn a
living by transporting
large herds of cattle
thousands of miles. Many groups
of people have “rites of passage”
to celebrate and acknowledge the
transition of one phase of life to
another. As young adults in the
U.S. grow, rites of passage
include graduation from school,
getting a driver’s license, and so
on. Here’s your artistic challenge.
Create a mask, dance, or painting
that commemorates a rite of
passage in your life, or in the
life of a close friend or family
member. Together with other
students, present a showcase of
these rites-of-passage creations.
Ring Around the Planet
The vast region between the Sahara and Africa’s savanna is known as the Sahel.
Very little rain falls in this zone. The Sahel includes all or parts of the following
countries: Senegal, Mauritania, Mali, Burkina Faso, Niger, Nigeria, and Sudan. On
the map of Africa on this page, shade in these seven countries, using a world map
for reference. Figure out the approximate latitudes of the northern and southern
borders of the Sahel. Then, find two other parts of the world that have the same latitudes as the Sahel. Create a chart that compares a place in the Sahel with cities in
the other countries. Use library resources such as an almanac or Internet sites such
as www.worldclimate.com to help your research.
Sahel
Country/Place
Country/City
Country/City
_______________
_______________
_______________
fill in
fill in
fill in
Highest Recorded
Temperature
Lowest Recorded
Temperature
Averate Annual
Rainfall
3 animals that live in
this part of the world
These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF.
Restless Waters
Broadcast date: October 14, 2001
program
At-a-Glance
Theme: In Africa’s Great Lakes region, determination,
flexibility, and resourcefulness play a vital role in
shaping the lives of its people.
PROGRAM
OVERVIEW
OBJECTIVES
l
Students will:
f Examine how Africa’s largest lake affects the
climate and commerce of neighboring countries.
f Discuss how introduced species, such as the
Nile Perch in Lake Victoria, can sometimes
have unintended consequences.
ake Victoria in eastern
Africa has the second
largest area of any freshwater lake in the world, exceeded
only by Lake Superior in the U.S.
Lake Victoria affects the weather
of the countries that surround it:
Uganda, Kenya, and Tanzania.
Charles Tinkewimeru is a farmer
who grows acres of bananas, but
for the past several years he has
built a fishing business on Lake
Victoria. On the tiny island of
Kiimi, Charles makes a good living
but misses his family, 200 miles
away in Uganda. Lake Victoria’s
fishing industry is now in trouble
due to pollution, over-fishing and
the lingering effects of the introduction of the Nile perch, which
wiped out half of the lake’s
indigenous species. Charles hears
that tourists are interested in a
new chimp sanctuary on one of
the islands. He contemplates buying a large boat to take tourists to
this sanctuary. Charles decides to
risk his savings and buy the boat.
The Kilombero Valley in Tanzania
is only five hundred miles from
Lake Victoria, but its climate is
completely different. Here it is
either very wet or very dry.
Simoney Ngatimwa and his wife
grow rice here. Figuring out when
to plant the rice can be difficult.
When the farming months are over,
the valley attracts wealthy hunters
who come to shoot the native
buffalo and lions.
12
Viewing Time: One hour [brief video
National Geography Standards, Grades 5-8:
This program can help students understand:
f how human actions modify the physical
environment (Standard 14).
NCSS Standards
f This program can help students describe the role
that supply and demand, prices, incentives, and
profits play in determining what is produced and
distributed in a competitive market system (NCSS
Middle Grade Curriculum Standard 7).
BEFORE VIEWING THE PROGRAM
A
sk students to find the Great Lakes on a map of the
U.S. Then ask a volunteer to use the map to figure out
which of the Great Lakes has the largest area [Lake
Superior]. This is the largest freshwater lake not only in the
U.S. but in the world. Explain that the program they are
about to see is about the world’s second largest freshwater
lake — Lake Victoria in Eastern Africa. Have students locate
this lake on a map of Africa and name the countries that
surround it. Point out that this lake is the main source of
the Nile River.
Using the Student Activity Master
Hand out photocopies of the student activity master on the
opposite page, and preview it with students. As they watch
the program, ask students to pay special attention to the
ways in which Lake Victoria affects the economics of the
countries that surround it. Encourage students to look for
ways in which people need to be resourceful and flexible in
order to survive in the ever-changing environment.
segments may also
be used]
e
6
Activity Time: Two-Three
Class Periods
AFTER VIEWING THE PROGRAM
E
ncourage students to discuss the program and share
their observations. The following questions may be used
for discussion. If showing the program in class, you may
wish to pause it periodically to ask these questions.
P1 What qualities make Charles a good entrepreneur? (He is
aware of his environment and its changes. In addition, he is
always looking for new opportunities, is willing to take risks,
and is not easily discouraged. If Charles had quit after his first
hard years in the fishing business, he would never have
received the lucrative fishing contract from the chicken-feed
factory.)
P2 Why was the Nile perch introduced to Lake Victoria
in the 1950s? What was its effect? (In the 1950s the fish
population in the lake was diminishing, so the British
colonial government introduced a new, large fish, the Nile
perch. Unfortunately, its appetite was large, too. Eventually,
this fish wiped out half the native species in the lake! Today
the Nile perch itself is in danger.)
P3 What strategy does Simoney (a rice farmer) use to
deal with the unpredictability of the rain season? (He
sows batches of seed at slightly different times. This way,
whenever the rains arrive, some of the rice will survive.)
SUGGESTED RESOURCES
Books
Alden, Peter, et al. National
Audubon Society Field Guide to
African Wildlife. Knopf, 1995.
Bechky, Allen. Adventuring in
East Africa: The Sierra Club
Travel Guide to the Great Safaris
of Kenya, Tanzania, Rwanda,
Eastern Zaire, and Uganda.
Sierra Club Books, 1990.
Fitzpatrick, Mary. Lonely Planet /
Tanzania, Zanzibar and Pemba.
Lonely Planet, 1999.
Zimmerman, Dale A., et al. Birds of
Kenya and Northern Tanzania.
Princeton University Press, 1999.
Web Sites
Lake Victoria (ThinkQuest)
library.thinkquest.org/16645/the_
land/lake_victoria.shtml
Great Lakes Region Fact Sheet
(Africa) www.eia.doe.gov/emeu/
cabs/eafrica.html
Kenya’s National Parks and
Reserves www.gorp.com/gorp/
location/africa/kenya/parkindx.htm
Kenya – CIA World Fact Book
2000 www.odci.gov/cia/publications/factbook/geos/ke.html
Uganda – CIA World Fact Book
2000 www.odci.gov/cia/publications/factbook/geos/ug.html
To the Family… You are invited to watch NATURE.
RESTLESS WATERS
In this program, several of the people take risks in
hopes of providing for their family. After you watch
this show, discuss some of the risks and sacrifices
that parents, grandparents, and other relatives
made in order to take care of family members.
O
STUDENT
ACTIVITY
MASTER
Complete one of the following activities.
A Thirteen NATURE program
Sow What?
g
rowing rice requires skill, patience,
planning, and good luck. In this
program, two rice farmers from
Tanzania, Simoney and Amanda Ngwatima,
need to plant their rice at just the right time.
If the rice is sown too early, a long dry season
can kill the crops. But if the rice is sown too
late, the seedlings will drown in the flood.
Research how rice is sown, grown, weeded,
and harvested, then create a presentation of
what steps are involved, possible pitfalls,
strategies for keeping away animals, and so
on. A great Web site for this activity is Riceweb
at www.cgiar.org/irri/Riceweb/contents.htm.
T
T
YGGGGGGGGGGGGGGGGG
YYYYYY
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GGGGGGGGGGGGGG
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New and
Not Improved
i
n the 1950s,
when Lake
Victoria’s
fishing industry was declining, the
British government introduced the Nile
perch into the lake. This fish could grow
up to six feet long and weigh up to 200
pounds. The good news was that this
fish reproduced in large numbers in the
lake. But no one anticipated that the Nile
perch’s hearty appetite would wipe out
about half of the lake’s native fish species.
This mass extinction wreaked havoc with
the lake’s ecosystem. Over the centuries
many species have been imported into the
U.S. Some, such as tomatoes, pigs, and
honeybees, are considered a success.
Others, such as kudzu and gypsy moths,
endangered other species. Research an
introduced species and create a poster
that explains why it was introduced,
whether its efforts were successful, and
why or why not. Here is a Web site that
may be useful.
EPA: Introduced Species
Owww.epa.gov/maia/html/
intro-species.html
GGGGGGGGGGGGGGGGGGGGGGG
l
ake Victoria in eastern Africa is the second largest freshwater lake in the world.
The only lake that has a larger area is
Lake Superior in the U.S. Lake Victoria belongs
to the Great Lakes in Africa; Lake Superior is
part of a different set of Great Lakes in the U.S.
Compare Lake Victoria to Lake Superior, and
research information about exactly where they
are located (longitude and latitude), how big
they are, their greatest depths, how they were
formed, their location, climates, wildlife, current threats, conservation efforts, etc. Create
a large chart or illustration that presents what
you’ve learned about these two massive lakes.
GGGGGGGGGGGGGGGGGGGGGGGGGGGGG
the English explorer John
Hanning Speke became the
first European to reach
Lake Victoria. He named
the lake in honor of
Queen Victoria.
The Largest Lakes
GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG
YYYYYYYYYYYYYYYYYYYYYYYY
g
Did you
know?
In 1858,
GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG
YYYYYYYYYYYYYYYYYYYYYYY
YYYYYYYYYYYYYYY
T
GGGGGGGGGGGGGGGGGT
TGGGGGGGGGGGGGGT
These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF.
Leopards of Zanzibar
Broadcast date: October 21, 2001
program
At-a-Glance
Theme: The trade winds over the Indian Ocean have helped bring
PROGRAM
OVERVIEW
T
he Swahili Coast
stretches along eastern
Africa from Somalia to
Mozambique. One of its most
famous ports is Zanzibar, on
the island of the same name
off the coast of Tanzania.
For more than 2,000 years,
Zanzibar was a key destination
for trading ships sailing across
the Indian Ocean from places
such as China and India.
In the village of Bwejuu on
Zanzibar, Issa Simai Issa works
as a fisherman. But he doesn’t
use a boat or even a net. Like
many men on the island, Issa
swims along the coral reefs and
catches octopuses with his hands
and simple tools. Exhausted as
he is by late afternoon, he finds
the energy to play his favorite
sport — football. Introduced by
the British in the 1870s, football
(called soccer in the U.S.) is one
of the many foreign imports to
find its way to this island. Issa
plays for the Leopards, a local
team. The Leopards are invited
to compete in a match in one of
Tanzania’s capitals, Dar es
Salaam (the other capital is
Dodoma). Although this city is
only 40 miles away, the rough
seas between Zanzibar and Dar
es Salaam make it a perilous trip.
To get to the game, the Leopards
must hire a dhow. Raising the
money for this trip is a challenge,
too. Issa’s teammates get the cash
by catching rare and elusive reef
lobsters. They eventually play in a
national stadium before 20,000
cheering fans.
14
Viewing Time: One hour (brief video
many cultural influences to Africa’s Swahili Coast.
OBJECTIVES
Students will:
f discuss how winds blowing off the Indian Ocean have influenced life on
the eastern coast of Africa.
f observe how resourceful fishermen on the island of Zanzibar raise funds
to participate in a soccer match in Dar es Salaam.
National Geography Standards, Grades 5-8:
This program can help students understand:
f the physical processes that shape the patterns of Earth’s surface (Standard 7).
NCSS Standards
f This program can help students explain and illustrate how values and beliefs
influence different economic decisions (NCSS Middle Grade Curriculum
Standard 7).
BEFORE VIEWING THE PROGRAM
H
ave everyone—including yourself—take a deep breath and hold
it for as long as possible. Use a stopwatch or second hand of a
clock to keep track of the time elapsed. See who is able to hold
his or her breath the longest. Explain that in the video they are about
to see, a free-diving fisherman who lives on Zanzibar, an island off the
east coast of Africa, can hold his breath for up to three minutes at a
time. In order to catch octopuses, he swims underwater down to
depths of 50 feet. Since these fishermen don’t use boats, they have to
tread water at the surface. This means they are often swimming for
seven hours a day.
Explain that there are seasonal shifts in wind patterns over the Indian
Ocean. For thousands of years, these strong, predictable winds
made it possible for ships to sail across the Indian Ocean to trade
spices, ivory, gold, and slaves. Explain that these winds have also
brought many cultural influences to Zanzibar. Football, or soccer, is
also an import — in the 1870s, the British brought this game to the
island, and today it is wildly popular among the local fishermen.
Using the Student Activity Master
Hand out photocopies of the student worksheet on the opposite
page, and preview it with students. As they watch the program,
ask them to pay special attention to the many obstacles that the
fishermen of Zanzibar have to overcome in order to participate in
a soccer game on the mainland of Tanzania.
e
7
Activity Time: Two-Three
segments may also
be used)
Class Periods
AFTER VIEWING THE PROGRAM
E
ncourage students to discuss the program and share
their observations. The following questions may be
used for discussion. If showing the program in class,
you may wish to pause it periodically to ask these questions.
P1. How did the Zanzibari Leopards raise the funds to hire
a dhow to take them to Dar es Salaam? (They used octopuses to help them catch lobsters, which hide in the coral reefs.
Although the local people don’t eat lobsters, the tourists do,
so the hotel restaurants pay well for them.)
P2. What are some dangers that free-divers face in the
waters off Zanzibar? (These daring fishermen might be
bitten by dangerous creatures such as moray eels.
Swimming at depths of 50 feet can also cause their
ears to bleed from the water pressure.)
P3. How do you think participating in the big soccer game in
Dar es Salaam will affect the
lives of the fishermen on
Zanzibar? (Answers will vary.)
SUGGESTED RESOURCES
Books
Else, David. Zanzibar: The Bradt
Travel Guide, 4th edition. Bradt
Publications, 2000.
Fitzpatrick, Mary. Tanzania:
Zanzibar & Pemba. Lonely
Planet, 1999.
Hunt, James C. Octopus and
Squid. Monterey Bay Aquarium
Foundation, 1997.
Ricci, Filippo Maria. African
Football Yearbook 2000.
Prosports, 2000.
[NOTE: The above book is about
professional soccer, called “football” in Africa.]
Web Sites
History of Zanzibar
www.allaboutzanzibar.com/
indepth/history/id-01-01-01-01.htm
ZanzibarNet History
www.zanzibar.net/history.html
Swahili Language
www.zanzibar.net/swahili.html
Dar es Salaam: City and Port
Guide
www.dar-es-salaam.com
Tanzania — CIA World Fact
Book 2000
www.odci.gov/cia/publications/fac
tbook/geos/tz.html
The People of Zanzibar
www.allaboutzanzibar.com/indept
h/culture/1-people-population.htm
To the Family… You are invited to watch NATURE.
After you watch this program, find some books
about coral reefs found in North America and
some of the plants and animals that live in them.
What are some of the reasons that the world’s
coral reefs are in jeopardy?
LEOPARDS OF ZANZIBAR
O
STUDENT
ACTIVITY
MASTER
Complete one of the
following activities.
A Thirteen NATURE program
It Floats, It Grows,
It Makes Ice Cream
t
Dar es Salaam vs. Dodoma
maps provided by www.maps.com
housands of women on Zanzibar earn a living
by farming seaweed in the warm, shallow
waters off the island. Write and illustrate a
book that tells all about seaweed. What is it? How
many different varieties of it are there? What are
some of its uses in other products? The following
Web sites may help you in your research.
Seaweed
gwww.aqua.org/animals/species/pralgae.html
The Uses of Seaweed (in products)
gseaweed.ucg.ie/SeaweedUsesGeneral/
SeaweedUses.html
t
he capital city of Tanzania, Dar es
Salaam, was founded as a
trading post in 1862 by the
sultan of Zanzibar. In the mid-1970s,
the country decided to build a new
capital at Dodoma. Why was
that location chosen? What
obstacles have hindered the
successful movement of the
capital? After you’ve
answered these questions,
investigate what other
African countries have
relocated their capitals
and why.
Keeping Their Eyes on the Ball
m
any men on the island of Zanzibar are fishermen. But their real passion is soccer. The Zanzibari Leopards are a talented amateur
soccer team. After they win the local league, they are invited to compete in a match in Dar es Salaam, Tanzania’s capital. To
participate in this game, the Leopards must triumph over a number of obstacles. As you watch this program, put a check mark
next to each challenge as they encounter it. Then write down what actions the men take to overcome the obstacles.
o
CHALLENGE: Win the local
championship game on Zanzibar island
CHALLENGE: Raise money to hire a
dhow to take the team to the
Tanzania mainland
CHALLENGE: Catch the lobsters
that hide in the coral
CHALLENGE: Sell the lobsters to
the local restaurants
CHALLENGE: Learn to play soccer
on a grass field
CHALLENGE: Midfielder Jamal is
injured and taken off the field
Did you know?
The island of
Zanzibar is made of
coral. A colony of coral
the size of a soccer ball
can take more than 50
years to develop.
These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF.
Southern Treasures
Broadcast date: October 28, 2001
program
At-a-Glance
Theme: South Africa's natural resources have brought it great wealth
Viewing Time: One hour (brief video
but at an enormous human cost. Today, many South Africans
strive to bring hope, equality, and prosperity to all.
PROGRAM
OVERVIEW
s
outh Africa’s ancient
rocks contain an
abundance of gold and
diamonds. This country’s riches,
however, have not been shared
equally among its people. In the
mines, migrant workers engage
in dangerous work for little pay.
In the 1940s, the wealthy, whitecontrolled South African
government began a segregationist
policy called apartheid. Even
though black South Africans
make up more than 75% of the
nation’s population, apartheid
denied this majority the right to
vote and treated them harshly.
Due to worldwide pressures,
apartheid fell in the early 1990s.
Today, signs of hope can be found
in different parts of South Africa.
Each morning, Xoliswa Vanda
travels more than two miles below
the earth’s surface to work in a
gold mine. Xoliswa is the first
black woman to get a blasting
certificate and hopes to become the
first black woman mine
manager. If she passes her exams,
her dream may come true.
16
Other stories in “Southern
Treasures” include: (1) Entrepreneurs
attend an auction to purchase six
black rhinos for their private game
reserve. (2) 82-year-old Feke Kuiper
and her sisters make an emotional
return to the land where they grew
up. (3) A group of South African
women make their living by cutting
down pine trees that are destroying
OBJECTIVES
Students will:
f Discuss how South Africa’s natural resources have had an impact
on its economy and political policies.
f Observe how gold is mined in South Africa.
f Analyze the efforts conservationists are making to preserve South
Africa’s endangered plants and animals.
National Geography Standards, Grades 5-8:
This program can help students understand:
f the changes that occur in the meaning, use, distribution, and
importance of resources (Standard 16).
NCSS Standards
f This program can help students describe the ways family, gender,
ethnicity, nationality, and institutional affiliations contribute to
personal identity (NCSS Middle Grade Curriculum Standard 4).
BEFORE VIEWING THE PROGRAM
a
sk students to locate South Africa on a world map. Explain that this
country contains some of the oldest rocks on Earth — billions of
years old. These ancient rocks contain large quantities of gold and
diamonds. Ask students: “Why do you think gold and diamond products
are so expensive?” Part of the answer is that they are rare. In addition,
extracting these natural resources from the ground is a time-consuming
job that involves a large workforce. Remind students that the gold or
diamond objects that are sold in jewelry stores have gone through an
elaborate refinement process.
Explain that all the gold and diamonds have made South Africa the
wealthiest country on the continent. But this wealth has hardly been
spread around evenly. Discuss what “apartheid” was and how South
Africa’s segregationist policies were changed in the early 1990s.
Using the Student Activity Master
Photocopy and hand out the student activity master on the opposite
page, and preview it with students. Explain that this program will feature a number of people who work in a variety of settings in South
Africa, such as gold mines and national parks. As they watch the program, ask students to pay special attention to challenges that South
Africa faces today. As they watch, have students think about what
changes they would propose if they were political leaders there.
segments may also
be used)
e
8
Activity Time: Two-Three
Class Periods
AFTER VIEWING THE PROGRAM
E
ncourage students to discuss the program and share
their observations. The following questions may be
used for discussion. If showing the program in class,
you may wish to pause it periodically to ask these questions.
P1 The gold mining team lead by Putswa Tekane fills in
the underground gaps created by blasting. Why is this job
important? (Gold mining in South Africa usually takes place
more than a mile below the surface. If the gaps in the rocks
weren’t filled in after the blasting, then the weight above
these spaces could collapse, probably killing the miners.)
P2 What inspired the formation of national parks in South
Africa? (Big game hunting killed off many of the wild animals
in Africa, and ended many of their migration routes. To
protect the remaining creatures and restore the migration
routes, the government formed national parks. There are
currently 11 national parks in South Africa.)
P3 What problems are imported pine trees causing in South
Africa? (The trees are consuming the water supply of plants
in the Cape Floral Kingdom, endangering the rare flowers.)
SUGGESTED RESOURCES
Books
Barker, Brian Johnson, et al. The
National Parks and Other Wild
Places of Southern Africa. New
Holland/Struik, 2000.
Clark, Domini. South Africa: The
Culture. Crabtree Publications,
1999.
Meisel, Jacqueline Drobis. South
Africa: A Tapestry of Peoples
and Traditions. Benchmark
Books, 1997.
Watt, E. Melanie. Black Rhinos.
Raintree/Steck Vaughn, 1998.
Whiteside, Alan and Clem Sunter.
AIDS: The Challenge for South
Africa. Human & Rousseau,
2000.
Web Sites
Lonely Planet — South Africa
www.lonelyplanet.com/destinations/africa/south_africa/
Hopes on the Horizon — South
Africa
www.pbs.org/hopes/southafrica/i
ndex.html
Opening Access to Mining for
Women in South Africa
www.bullion.org.za/bulza/speech/
1999spee/women.htm
To the Family… You are invited to watch NATURE. In this
SOUTHERN TREASURES
program, you’ll see how Xoliswa Vanda, a black female
South African, works hard to overcome a number of
obstacles in order to achieve her career goals. You can
discuss what qualities make her an effective leader, and
identify some steps involved in pursuing the career goals
of family members.
A Thirteen NATURE program
i
maps provided by www.maps.com
n this program, two South Africans and their American partners
purchase six black rhinoceroses at an auction. These endangered
animals will live on the new owner’s reserve, where they will be
protected from hunters and will hopefully attract tourists. There are fewer
than 3,000 black rhinos left in the world. Conservationists are trying to
educate others about these endangered animals. Using library resources,
create a list of 10 interesting facts about black rhinos. Then work with one
or two other students to write a song that incorporates the information you
gathered. If you wish, perform this song for your class, using photos, illustrations, or costumes to support the lyrics. These Web sites may be useful:
Black Rhinoceros/Animal Bytes
Owww.seaworld.org/animal_bytes/black_rhinocerosab.html
Black Rhinoceros
Owww.bagheera.com/inthewild/van_anim_rhino.htm
International Rhinoceros Foundation
Owww.rhinos-irf.org/
Rhinoceros Revealed
Oanimal.discovery.com/features/
rhinoceros/rhinoceros. html
SOS Rhino / Facts and Resources
Owww.sosrhino.org/facts/index.html
Rhinoceros (San Antonio Zoo)
Owww.sazoo-aq.org/rhino.html
wis
© Michael Le
b
The mines
near Johannesburg
have produced more
than half the gold
ever mined in the
world.
M
MMMMMMMMMW
W
MMM
MMMMMMMMMMMMM
Rappin’ about Rhinos
Did you know?
O
Going for the Gold…
and Diamonds
r
emoving diamonds and gold from
South Africa’s ancient rocks isn’t
easy. It requires careful planning,
a team of skilled miners, and powerful
explosives. Imagine that you work in
either a diamond mine or gold mine in
South Africa. Create a series of diary
entries that tell about your particular
job and the responsibilities of your coworkers. Describe the process involved
as well as your emotional response to
the challenges you face. To make your
imaginary diary as factual as possible,
use an encyclopedia to research what’s
involved in mining, the different kinds of
jobs, and so on. You may find these Web
sites helpful.
How Gold is Mined in South Africa
Owww.bullion.org.za/bulza/educatn/
howgold.htm
How Gold is Mined and Processed
Owww.gold-jewelry-chains-bracelets.com/
howgoldproduced.asp
The Science Behind the Sparkle
(Diamonds)
Owww.pbs.org/wgbh/nova/diamond/
sparkle.html
MMMM
MMMMMMMMMMMM
Complete one of the following activities.
STUDENT
ACTIVITY
MASTER
MMMMMMMM
W
MW
M
These materials were made possible by Park Foundation, Canon U.S.A., Inc., Ford Motor Company, and TIAA-CREF.
program 1
5555
o
nnnnnn
nnnnnnnnnnnnnnnn
nnnnnnnnnnnnnno
o
n
tropical rain forest a forest of tall,
deciduous evergreen trees, close to
the equator, which receives more
than 80 inches of rain a year
equator an imaginary line around the
earth that is an equal distance from
the North and South Poles
ecosystem a large community of plants
and animals living together in places
such as a pond, a forest, or an ocean
culture the learned behaviors of a
society, including its art, music, food,
beliefs, and rituals
canopy the top layer of a rain forest
formed by the thick leaves of very
tall trees
biome a plant and animal community
that covers a large geographical area
and shares a similar climate
3
biodiversity the variety found among
animals and their environments
o
nnnnnnnnnnnnnnn
VOICES OF THE FOREST program 3
5555
savanna a tropical grassland with
scattered trees
predator an animal that hunts, kills, and
eats other animals for food
migration when people or animals move
from one location to another for better living
conditions
hunter-gatherer a person who gets food by
using a combination of hunting, fishing, and
foraging
custom a way of doing things that has been
handed down from one generation to the next
1
carnivore an animal that mostly eats the
flesh of other animals
5555
SAVANNA HOMECOMING
STUDENT ACTIVITY MASTER
V O C A B U L A R Y
YY YY YY YY YY YY YY
program 2
YYYY
4
A
ASSSSSSSSSSS
Timkat the Ethiopian feast of the
Epiphany, celebrating the baptism
of Christ
Tabot a sacred replica of the Ten
Commandments
Maskal an Ethiopian celebration of
life, fertility and family
sentries soldiers who stand guard
to protect something valuable
pinnacle highest point, such as
the peak of a mountain
ensete banana-like plant used by
the Gurage people for food, building materials, and medicine
A
MOUNTAINS OF FAITH program 4
A
YYYYYYYYYY
rite of passage a ritual associated
with a change of status for an individual
oasis (oases pl.) a fertile, green area in
a desert fed by underground water
nomads groups of people who move
from one place to another in order to
make a living
navigate to follow a course toward
a destination
dune a mound or ridge of loose sand
that has been deposited by the wind
dehydration one of the dangers of desert
travel, in which the body loses too much
water
2
caravan a group of people
who travel together for safety and
companionship through difficult territory
YYYYYYYYYYYY
DESERT ODYSSEY
SSSSSSSSSSSS
5555
n
nnnnnnnnnnnnnnnnnnnnnn
YY
YYY Y Y YYYYYYY
SSSSSSSSSSS
SSSSSSSSSSSS
program 5
sP
RESTLESS WATERS
program 6
GGGGGGGGGGGGGGGGT
T
GGGGGGGGGG
Pssssssss
sssssssssP
P
LLLLLLLLLL
i
i
LLLLLLLLLL
LLLLLLL
Swahili the language that evolved to
facilitate trade in East Africa
monsoon a seasonal wind that blows
over the northern part of the Indian
Ocean and East Asia. The monsoon
blows continually from the southwest
from April to October; then it blows
from the northeast from November to
March.
lagoon a shallow body of water, separated from the open sea by a coral reef
or a sandy ridge
dhow a ship with lateen sails used
along the coasts of Arabia, India, and
eastern Africa
coral a limestone formation created in
the sea by millions of tiny animals.
When these die, they leave limestone
“skeletons” that create coral reefs.
7
algae simple organisms that live in
oceans, lakes, rivers, ponds, and moist
soil
LLLLLLL
i
i
LEOPARDS OF ZANZIBAR program 7
sssssss
totem an animal or plant that serves
as an emblem of a family or clan
shaman a priest or priestess who
uses magic to cure illness and predict
the future
rite of passage a ritual associated
with a change of status for an
individual
millet a grass cultivated for its grain,
which is used for food
Fulani the Fula people, nomadic
herders of Northern Nigeria
henna a reddish brown dye made
from leaves of the henna plant
animism religious belief that there
are spirits throughout nature
8
6666
6666
f
6666
f
mining the process of
taking minerals such as
gold, diamonds, or coal
from the earth
migrant worker a person
who travels for temporary
employment; typically such
workers work long hours
for very little pay
HIV the virus that can
cause AIDS. Today, 1 in 5
South Africans is infected
with HIV.
endangered species a kind
of animal or plant that is in
danger of dying out forever
(becoming extinct)
conservation the act of
protecting or caring for
natural resources or
endangered species
commodity any goods that
are bought, sold, or traded
apartheid (pronounced uh
PAR tide) apartheid was the
South African government’s
policy of strict racial
segregation from 1948
until 1991.
6666
f
f
SOUTHERN TREASURES program 8
T
TGGGGGGGGGGGGGGGGG
sow (past tense: sown) to plant seeds in
the ground
predator an animal that hunts and eats
other animals
extinction the situation in which the last
individual of a species dies
colonialism when a geographic area is
ruled by a foreign power
5 6
ssssssss
LOVE IN THE SAHEL
S T U D E N T AC T I V I T Y M A S T E R
V O C A B U L A R Y
GG
GGGGGGGGG
6666666
6
Acknowledgements
This guide was produced by Thirteen/WNET New York
Educational Publishing Department
Educational Resources Center
Publisher: Robert A. Miller
Editor: David Reisman, Ed.D.
Design: Trina Sultan
Writer: Jordan Brown
Copy Editor: Sue Young Wilson
Photo research: Christina L. Draper, Jennifer Toro,
Jesse Dillon
Consultants: Donna H. Grogan, Teacher-Grade 6,
Neval H. Thomas Elementary School, District of
Columbia Public Schools, Washington, D. C.
NATURE SCHEDULE, September-December, 2001
AFRICA: Savanna Homecoming
AFRICA: Desert Odyssey
AFRICA: Voices of the Forest
AFRICA: Mountains of Faith
AFRICA: Love in the Sahel
AFRICA: Restless Waters
AFRICA: Leopards of Zanzibar
AFRICA: Southern Treasures
Cloud: Wild Stallion of the Rockies
Dogs: The Early Years
Animals Behaving Badly
Polar Bear Invasion
The Panda Baby
Baby Tales
Ravens (working title)
Extraordinary Birds
Showdown at Grizzly River
September 9, 2001
September 16, 2001
September 23, 2001
September 30, 2001
October 7, 2001
October 14, 2001
October 21, 2001
October 28, 2001
November 4, 2001
November 11, 2001
November 18, 2001
November 25, 2001
December 2, 2001
December 9, 2001
December 16, 2001
December 23, 2001
December 30, 2001
VIDEO ORDERING INFORMATION
AFRICA is available from PBS Video by calling 1-800 PLAY PBS.
450 West 33rd Street
New York, NY 10001-2605
www.thirteen.org
Jennifer Lawson, Producer/Consultant, Magic
Box Mediaworks, Inc.
Stephen Mico, Editorial Director, National
Geographic School Publishing
Martha B. Sharma, Geography Educator/Consultant,
National Cathedral School, Washington, D.C.
Andrew M. L. Turay, Assistant Principal and Teacher
of Social Studies, Morris High School, Bronx, NY
Special thanks to the National Geographic Society
for providing the two-sided map featuring “Africa’s
Natural Realms” and “Africa Today.”
FOR THE AFRICA SERIES
Executive Producers: Jennifer Lawson,
Christine Weber, Fred Kaufman
Series Producer: Andrew Jackson
Executive in Charge: William Grant
AFRICA is a co-production of Thirteen/WNET
New York’s NATURE series and National Geographic
Television in association with Tigress Productions
Limited and Magic Box Mediaworks, Inc.
This teacher’s guide was supported in part from
a grant from the National Geographic Society
Education Foundation.
NATURE is produced for PBS by Thirteen/WNET
New York.
AFRICA is made possible in part by Park Foundation.
Major corporate support is provided by Canon U.S.A.,
Inc., Ford Motor Company, and TIAA-CREF.
Additional support is provided by the Corporation
for Public Broadcasting and by the nation's public
television stations.
© 2001 by Educational Broadcasting Corporation
All Rights Reserved
NATURE and the tree design is a registered
service mark of Thirteen/WNET New York.
Unless otherwise noted, photos in this guide are stills from the
PBS series AFRICA, courtesy of Thirteen/WNET New York’s
NATURE series and National Geographic Television
Cover Photo: © Michael Lewis